This paper analyses the ways in which competency standards for vocational education and training (VET) teachers and trainers have been developed in Australia and Malaysia. The analysis centres on how productive and culturally appropriate partnerships can operate to deliver benefits to two very different cultures in two unique educational settings. Whilst competency based training has been accepted by both countries as the predominant paradigm for delivering a more productive and competitive workforce there has been relatively little attention devoted to the competency standards of teachers and trainers in both countries. This paper explores the reasons for this lack of attention and describes the ways in which this issue has been addressed in the Malaysian context. In particular the paper examines the ways in which critical barriers to advancing research on learning and work and the translation of these results into practice have been overcome through collaboration.
|Title of host publication||Envisioning Practice- Implementing Change. International Conference on Post-compulsory Education and Training|
|Subtitle of host publication||10th|
|Place of Publication||Brisbane, Australia|
|Number of pages||8|
|Publication status||Published - 2002|
|Event||International Conference on Post-Compulsory Education and Training - Gold Coast, Queensland, Australia|
Duration: 02 Dec 2002 → 04 Dec 2002
|Conference||International Conference on Post-Compulsory Education and Training|
|Period||02/12/02 → 04/12/02|
Brennan Kemmis, R., & Hill, D. (2002). VET Teacher Preparation Across Two Cultures: Implications for Practice. In J. Searle (Ed.), Envisioning Practice- Implementing Change. International Conference on Post-compulsory Education and Training: 10th (pp. 114-121). Griffith University.